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ERIC Number: ED371583
Record Type: Non-Journal
Publication Date: 1993
Pages: 17
Abstractor: N/A
Reference Count: N/A
Do Simplified Texts Simplify Language Comprehension for ESL Learners?
Lotherington-Woloszyn, Heather
This paper examines how language is simplified for pedagogical purposes and reports on a study of English-as-a-Second-Language (ESL) learners' reactions to reading variously simplified and unsimplified texts. A total of 36 ESL learners of intermediate proficiency at the university-entrance level read, recalled, and commented on original texts and two versions simplified by different editors. Results indicated that none of the text versions was significantly better comprehended by the subjects. The subjects, however, were able to identify the simplified versions as simplified and rank the original versions as being the hardest to comprehend. The subjects also underrated their ability to comprehend the unsimplified texts and overrated their comprehension of the simplified texts. Thus, although simplification did not significantly affect text comprehensibility, it did affect the subjects' attitude about the text. Features of pedagogical simplification that aided and impeded language comprehension are identified. Four appendixes contain copies of the texts. (MDM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A